S-OJT에서 Kolb의 경험학습과정에 대한 경로 탐색
A Study on Path Analysis of Kolb's Experiential Learning Process in the Structured OJT
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본 연구는 직장 내 신입직원들을 대상으로 시행되는 S-OJT 활동이 Kolb가 제시한 4단계의 순서적인 경험학습과정에 기초하고 있는지를 분석해보고자 한다. 또한 S-OJT 상황에서 어떤 다른 형태로 Kolb의 경험학습과정이 변형될 수 있는지를 탐색하고자 한다. 이를 위해 Z그룹 S-OJT 프로그램에 참여한 신입직원 350명을 대상으로 설문조사를 실시하였고, 최종적으로 302부의 설문지가 분석에 사용되었다. 자료 분석은 구조방정식을 활용하였다. 연구 결과, 조직 내 S-OJT 활동은 Kolb가 제시한 경험학습 모형 외 3개의 변형된 형태로 발생됨을 확인하였다. 그 모형들은 구체적 경험→능동적 실험→반성적 관찰→추상적 개념화, 구체적 경험→추상적 개념화→반성적 관찰→능동적 실험, 구체적 경험→능동적 실험→추상적 개념화 →반성적 관찰로 모든 경로 값이 통계적으로 유의한 것으로 나타났다. 특히 구체적 경험과 반성적 관찰, 추상적 개념화와 능동적 실험은 상대적으로 상호 영향력이 높은 것으로 나타났고, 구체적 경험과 추상적 개념화, 구체적 경험과 능동적 실험은 상대적으로 다른 과정에 비해 상호 영향력이 낮은 것으로 분석되었다. 이와 같은 연구결과를 바탕으로 직장 내 S-OJT 상항에서 경험학습은 Kolb가 제시한 하나의 고정된 순차적 과정뿐만 아니라 다양한 형태로 전개될 수 있음을 확인하였으며, 이를 바탕으로 효과적인 S-OJT 활동을 위한 실천적 함의를 제안하였다.
Abstract
The purpose of this study is to explore whether Kolb's experiential learning process is applied to S-OJT programs for new employees. It also investigates how Kolb's experiential learning process can be modified under the S-OJT setting. To do these, a questionnaire was distributed to 350 new employees who participated in S-OJT programs provided by Z group. 302 questionnaires were usable. The results showed that there were 3 transformed experiential learning processes that were valid for use in S-OJT beyond Kolb’s original process. The three transformed experiential processes include the following ways: concrete experience → active experiment → reflective observation → abstract conceptualization; concrete experience → abstract conceptualization → reflective observation → active experiment; and concrete experience → active experiment → abstract conceptualization → reflective observation. This study found that concrete experience was highly related with reflective observation and abstract conceptualization was highly related with active experiment in all models. This study also found that concrete experience was weakly related with abstract conceptualization and concrete experience weakly related with active experiment as well. As such, Kolb's experiential learning process works with other ways beyond Kolb’s original process in S-OJT settings. Finally, the study discussed some practical implications for S-OJT based on experiential learning.
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